Houghton / Rivers / Hashimoto Beyond Native-Speakerism

Current Explorations and Future Visions
1. Auflage 2018
ISBN: 978-1-317-28651-6
Verlag: CRC Press
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 270 Seiten

Reihe: Routledge Studies in Language and Intercultural Communication

This volume problematizes native-speakerism in language learning and teaching, critically engaging with the issue of native-speakerism as a language-based form of prejudice affecting language teachers. Bringing theoretical discussion together with empirical data, Houghton, Rivers and Hashimoto document past traditions and current perspectives surrounding the native-speaker criterion, and explore native-speakerism across languages and contexts. The authors make the case that the category of "native speaker" is intended to satisfy, maintain and enhance certain agendas and beliefs connected to nation-state affiliation in relation to English language education. Looking specifically at the context of language teaching in Japan, the authors provide a sociohistorical deconstruction of Japan’s relationship with the "native speaker" and consider educational policy/practice in the context of native-speakerism. They examine how dominant social representations perpetuate native-speakerism, and argue that individual teacher narratives can shed light on the consequences of native-speakerism.

The volume concludes by exploring potential solutions for replacing the concept of the "native speaker" as the ideal for foreign language learners, and considers the role of the foreign language teacher in a post-native-speakerist model. The authors envision possible transformations in the future of language teaching, drawing on conversations with experts in the fields of intercultural communicative competence (ICC), English as a Lingua Franca (ELF) and World Englishes (WE). This book will be relevant to scholars working on teacher development, critical ELT pedagogy, language rights, linguistic diversity, ICC, WE and ELF, as well as Japanese language education.

Autoren/Hrsg.

Houghton, Stephanie Ann

Rivers, Damian J.

Hashimoto, Kayoko

Fachgebiete

• Sozialwissenschaften Medien- und Kommunikationswissenschaften Kommunikationswissenschaften
• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

Part 1: Native-speakerism across languages and contexts 1. The construction of the "native speaker" of English Damian J. Rivers 2. Sociohistorical deconstruction of Japan’s relationship with the "native speaker" Damian J. Rivers 3. Dominant social representations, threat perceptions and response Damian J. Rivers 4. The construction of the native-speaker of Japanese Kayoko Hashimoto 5. The EPA scheme, foreign labour, and changes needed in Japanese as a foreign language Kayoko Hashimoto 6. Native-speakerism across languages and contexts Stephanie Ann Houghton Part 2: Native-speakerism and beyond: Empirical views 7. English language teachers’ views on native-speakerism Damian J. Rivers 8. Japanese language teachers’ views on native-speakerism Kayoko Hashimoto 9. Native-speakerism in the teaching of English and Japanese as foreign languages Kayoko Hashimoto 10. The post-native-speakerist language teacher Stephanie Ann Houghton 11. Shifts needed in educational activities Stephanie Ann Houghton 12. Shifts needed in teacher attributes Stephanie Ann Houghton

Über Autor(innen)

Stephanie Houghton is Associate Professor in the Department of Intercultural Communication, Faculty of Culture and Education, Saga University, Japan.

Damian Rivers is Associate Professor at Future University Hakodate, Japan.

Kayoko Hashimoto is Lecturer in the School of Languages and Cultures at the University of Queensland, Australia.